Intellectual and Developmental Disabilities (IDD)

Intelligent quotient (IQ) is 70-75 or below.

Significant limitations in adaptive behaviors (the ability to adapt and carry on everyday life activities such as self-care, socializing, communicating, and others).

The onset of the disability occurs before the age of 18-22.

Intelligence refers to general mental capability and involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience. See: https://www.aaidd.org/Intellectual-disability/definition)

People with Intellectual and Developmental Disabilities (IDD) are at high risk for abuse, bullying, neglect, sexual assault, and other traumatic events. Those experiences are often unrecognized, unacknowledged, untreated, and they are likely to impact how the person interacts with you.

People with IDD may make more impulsive decisions and may have more difficulty making decisions without someone they trust supporting them.

A person with an Intellectual and Developmental Disability (IDD) can participate in an interview or investigation when provided needed accommodations and supports.

Know in advance that the person may have difficulty sequencing events and may struggle to give an accurate timeline for what happened.

A person with IDD may understand more than they can express.

They may not be able to understand the big picture.

They may focus on only one thing.

Any break in routine, loud noises, and chaotic situations can be extremely distressing for people with IDD.

As with any trauma survivors, a person with IDD may lose some of their ability to function in day-to-day life.

Have more ‘meltdowns or angry outbursts.”

Cry more frequently.

Hurt themselves.

Stop being able to do tasks they could do in the past.

Isolate or withdraw.

A person with IDD may have difficulty saying what they need and may only be able to communicate through their behavior. They may be non-speaking and need to use assistive technology or other tools to share information.

The behavior may not seem relevant to what is going on in the moment and might not make sense to an observer.

Keep in mind that all behavior is communication.

• Show increased agitation during stress.
• Talk loudly.
• Have unexpected, socially inappropriate behaviors.
• Want to hug or be hugged at first meeting. See * below.
• Walk away when they haven’t been asked to do so.
• Put their hands over their ears.
• Yell and get agitated or aggressive.
• Easily become overstimulated.
• Be unaware of appropriate personal space.
• Shut down and become silent/withdrawn.
• Be compliant or acquiesce because they have received early training to do so.

*You can extend your hand and say, “We just met and don’t know each other very well”. So, let’s fist-bump or high five.

Ensure people with IDD are physically OK and that they see you are calm.

If possible, find out as much as you can from key people in the lives of people with IDD. Ask what you can do to help the person feel safer and more comfortable.

Avoid assumptions. People with IDD may or may not be able to follow directions or to understand what you are telling them. Every person with IDD will be different.

Chaos and noise can particularly distress people with IDD. Remove the disturbance or move to a more peaceful location.

People with IDD may need a safe family member or care attendant to be with them.

Be aware that family members and care providers could also be a current or past abuser.

Engage and show interest in people with IDD. Talk to people with IDD, rather than about people with IDD to other people in the room.

If the abuse did not involve physical pain, people with IDD may not understand what the problem is. You may have to explain what happened and why it’s a crime.

People with IDD will have different capacities for sharing what happened. Allow for multiple modes of expression: Drawing, open-ended questions, close-ended questions, yes-no questions with options for verbal and non-verbal response (head nodding, pointing at signs, etc.).

People with IDD need more time to process events. They may need fewer words and a consistent message that’s in plain language. Examples: You are not in trouble. You are safe. I want to help. Give easy/uncomplicated ‘what to do’ steps.

Just be aware of, rather than alarmed by, strange behavior. It can be a sign of distress that the person is not in control of.

Avoid power struggles by giving people with IDD as many choices and as much control as possible: asking where they would like to sit, if they want a break, if they would like a drink, or offering to take a short walk for example.

Use a Functional Needs Approach and focus on individual needs (how the person communicates).

Use clear and easy to understand language. Use short sentences and ask one question at a time.

Check for understanding. Ask people with IDD to respond back about what they think or understand is happening. Then, ask the person if they have any questions.

Support the person by allowing a trusted support person, care provider, or victim advocate to be present during interviews.

Recognize people with IDD’s desire to please. Let them know it’s OK to say: I don’t know.

Many people with IDD are also very susceptible to being coached, so avoid leading questions.

Take care not to complete the person’s thoughts, interrupt them, or assume anything.

Use fewer pronouns to avoid confusion. Instead of: Did she go with her? Ask: Did James go with Jose?

Talk about the facts. You have bruises. What can you remember about how you got the bruises? Use short, to-the-point directives and questions.

Studies show that people with mild to moderate IDD are better witnesses than generally expected, except in remembering dates and times. People with IDD tend to provider better accounts as witnesses when interviewed soon after the event.

People with IDD may better remember when things happened in relationship to a time of day, favorite TV shows, when they go to a day program, when they come home or have physical therapy, and other regularly scheduled events.

Avoid abstract concepts and give concrete points of reference when questioning.

Instead of: How tall was Dylan? Ask: Is Dylan taller than you?

Instead of: What time was it? Try: Was it before or after dinner? What was on TV? Was it dark or light outside? Who was at home?

Offer two choices that are both fine. Ask: Would you like to start talking now, or would you like to start talking in a few minutes?

During interviews, rather than asking: Where were you and who was with you? Offer two choices: Were you at home or with Raquel? Were you at home alone or with another person?

If a plan changes at the last minute or when a person with IDD does not know what is coming next, they can become very distressed. Sit with them and tell them what happened in concrete terms, why it happened, what’s happening next, and that they are safe right now.

Instead of trying to stop negative behavior, allow space for the person to self-soothe and for the behavior to pass—if you can safely do so.

Rather than directing, it’s better to model calmness. Rather than: I need you to calm down and answer the question, try: I’m right here and will wait until you are ready to tell me what you can remember.